Enhancing treatment integrity through systematic fading with indiscriminable contingencies

Abstract

Frequently school psychologists are asked to develop treatments for teachers to remediate students' academic skills or social behaviors. When teachers implement them with high levels of treatment integrity they are beneficial to students. Treatment integrity has been increased by using direct training, performance feedback, and negative reinforcement procedures. Still, treatment integrity maintenance has not received the same amount of systematic inquiry. This study investigated treatment integrity maintenance over time after a systemic fading procedure with indiscriminable contingencies was implemented. The results showed that the teachers continued to implement treatment protocols at a high level after performance feedback was faded out. Students also fared better when treatment integrity was high.